Abstract Summary/Description
Can a neurodiverse-affirming show teach inclusion, life skills, and social-emotional learning while fostering mutual understanding among children with and without disabilities? This question shapes “The Wildflower Garden”, a children’s television show designed to bridge the gap between children with disabilities and their typically-developing peers. Featuring a puppet — an autistic African-American girl who communicates using an AAC (Augmentative and Alternative Communication) device, sign language, and gestalt phrases — the show models inclusion, self-regulation, and social-emotional skills. By normalizing differences and validating diverse forms of communication, The Wildflower Garden aims to foster mutual understanding, acceptance, and respect. This project draws on extensive research in creative and innovative education, integrating current studies on pacing, sensory-friendly design, and representation. Inspired by classics like Mister Rogers’ Neighborhood and Sesame Street, the show employs a multi-modal format of puppetry, live-action, and music. Each episode incorporates consistent elements such as a “Game of the Day,” “Sign of the Episode,” and a “Gestalt Phrase of the Day” to support language development and emotional expression. Social adventures set in accessible environments, such as parks or libraries, demonstrate inclusion and problem-solving strategies. “The Wildflower Garden” aims to inspire a future where diverse voices and creative minds thrive. By fostering empathy, understanding, and collaboration in young learners, this show envisions a generation equipped to build a more inclusive, equitable, and imaginative society. Together, we can create a better world where every form of communicating and connecting is celebrated and respected.
